High Stakes in the Classroom, High Stakes on the Street: The Effects of Community Violence on Student’s Standardized Test Performance

Patrick Sharkey, Amy Ellen Schwartz, Ingrid Gould Ellen, Johanna Lacoe

Sociological Science, May 27, 2014
DOI 10.15195/v1.a14

Abstract

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This article examines the effect of exposure to violent crime on students’ standardized test performance among a sample of students in New York City public schools. To identify the effect of exposure to community violence on children’s test scores, we compare students exposed to an incident of violent crime on their own blockface in the week prior to the exam to students exposed in the week after the exam. The results show that such exposure to violent crime reduces performance on English language arts assessments and has no effect on math scores. The effect of exposure to violent crime is most pronounced among African Americans and reduces the passing rates of black students by approximately 3 percentage points.

Patrick Sharkey: Department of Sociology, New York University.
E-mail: Patrick.Sharkey@nyu.edu

Amy Ellen Schwartz: Robert F. Wagner School of Public Service, New York University.
E-mail: Amy.Schwartz@nyu.edu

Ingrid Gould Ellen: Robert F. Wagner School of Public Service, New York University.
E-mail: Ingrid.Ellen@nyu.edu

Johanna Lacoe: Price School of Public Policy, University of Southern California.
Email: lacoe@price.usc.edu

  • Citation: Sharkey, Patrick, Amy Ellen Schwartz, Ingrid Gould Ellen, and Johanna Lacoe. 2014. “High stakes in the classroom, high stakes on the street: The effects of community violence on students’ standardized test performance.” Sociological Science 1: 199-220.
  • Received: October 29, 2013
  • Accepted: December 20, 2013
  • Editors: Jesper Sørensen, Stephen L. Morgan
  • DOI: 10.15195/v1.a14

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